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British Journal of Educational Psychology

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https://www.readbyqxmd.com/read/28485009/an-investigation-of-the-mechanism-underlying-teacher-aggression-testing-i-3-theory-and-the-general-aggression-model
#1
Paul Montuoro, Tim Mainhard
BACKGROUND: Considerable research has investigated the deleterious effects of teachers responding aggressively to students who misbehave, but the mechanism underlying this dysfunctional behaviour remains unknown. AIMS: This study investigated whether the mechanism underlying teacher aggression follows I(3) theory or General Aggression Model (GAM) metatheory of human aggression. I(3) theory explains exceptional, catastrophic events of human aggression, whereas the GAM explains common human aggression behaviours...
May 8, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28452407/individual-social-and-family-factors-associated-with-high-school-dropout-among-low-ses-youth-differential-effects-as-a-function-of-immigrant-status
#2
Isabelle Archambault, Michel Janosz, Véronique Dupéré, Marie-Christine Brault, Marie Mc Andrew
BACKGROUND: In most Western countries, the individual, social, and family characteristics associated with students' dropout in the general population are well documented. Yet, there is a lack of large-scale studies to establish whether these characteristics have the same influence for students with an immigrant background. AIMS: The first aim of this study was to assess the differences between first-, second-, and third-generation-plus students in terms of the individual, social, and family factors associated with school dropout...
April 28, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28440010/self-concept-mediates-the-relation-between-achievement-and-emotions-in-mathematics
#3
Jojanneke P J Van der Beek, Sanne H G Van der Ven, Evelyn H Kroesbergen, Paul P M Leseman
BACKGROUND: Mathematics achievement is related to positive and negative emotions. Pekrun's control-value theory of achievement emotions suggests that students' self-concept (i.e., self-appraisal of ability) may be an important mediator of the relation between mathematics achievement and emotions. AIMS: The aims were (1) to investigate the mediating role of mathematical self-concept in the relation between mathematics achievement and the achievement emotions of enjoyment and anxiety in a comprehensive model, and (2) to test possible differences in this mediating role between low-, average-, and high-achieving students...
April 25, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401989/cross-lagged-relations-between-teacher-and-parent-ratings-of-children-s-task-avoidance-and-different-literacy-skills
#4
George K Georgiou, Riikka Hirvonen, George Manolitsis, Jari-Erik Nurmi
BACKGROUND: Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. AIM: The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. SAMPLE: One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28401983/using-confirmatory-factor-analysis-to-validate-the-chamberlin-affective-instrument-for-mathematical-problem-solving-with-academically-advanced-students
#5
Scott A Chamberlin, Alan D Moore, Kelly Parks
BACKGROUND: Student affect plays a considerable role in mathematical problem solving performance, yet is rarely formally assessed. In this manuscript, an instrument and its properties are discussed to enable educational psychologists the opportunity to assess student affect. AIMS: The study was conducted to norm the CAIMPS (instrument) with gifted students. In so doing, educational psychologists are informed of the process and the instrument's properties. SAMPLE: The sample was comprised of 160 middle-grade (7 and 8) students, identified as gifted, in the United States...
April 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28378349/an-unintentional-pro-black-bias-in-judgement-among-educators
#6
Jordan R Axt
BACKGROUND: Previous work indicates widespread preference for White over Black people in attitudes and behaviour. However, there are instances where Black people receive preferential treatment over White people. AIMS: This study aimed to investigate whether a sample of education professionals would favour Black or White applicants to an academic honour society, and the extent to which any biases were related to conscious intentions. SAMPLE: Participants were education professionals (N = 618; 75...
April 4, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28374453/construct-validity-of-the-wechsler-intelligence-scale-for-children-fourth-uk-edition-with-a-referred-irish-sample-wechsler-and-cattell-horn-carroll-model-comparisons-with-15-subtests
#7
Gary L Canivez, Marley W Watkins, Rebecca Good, Kate James, Trevor James
BACKGROUND: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV(UK) ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV(UK) standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV(UK) core subtests in clinical assessments of learning difficulties and dominance of general intelligence...
April 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28349528/the-role-of-preschool-teacher-child-interactions-in-academic-adjustment-an-intervention-study-with-playing-2-gether
#8
Sanne Van Craeyevelt, Karine Verschueren, Caroline Vancraeyveldt, Sofie Wouters, Hilde Colpin
BACKGROUND: Social relationships can serve as important risk or protective factors for child development in general, and academic adjustment in particular. AIMS: This study investigated the role of teacher-child interactions in academic adjustment among preschool boys at risk of externalizing behaviour, using a randomized controlled trial study with Playing-2-gether (P2G), a 12-week indicated two-component intervention aimed at improving the affective quality of the teacher-child relationship and teacher behaviour management...
March 28, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28299771/diagrams-benefit-symbolic-problem-solving
#9
Junyi Chu, Bethany Rittle-Johnson, Emily R Fyfe
BACKGROUND: The format of a mathematics problem often influences students' problem-solving performance. For example, providing diagrams in conjunction with story problems can benefit students' understanding, choice of strategy, and accuracy on story problems. However, it remains unclear whether providing diagrams in conjunction with symbolic equations can benefit problem-solving performance as well. AIMS: We tested the impact of diagram presence on students' performance on algebra equation problems to determine whether diagrams increase problem-solving success...
March 16, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28295189/unpacking-socio-economic-risks-for-reading-and-academic-self-concept-in-primary-school-differential-effects-and-the-role-of-the-preschool-home-learning-environment
#10
Alexandria Crampton, James Hall
BACKGROUND: Uncertainty remains concerning how children's reading and academic self-concept are related and how these are differentially affected by social disadvantage and home learning environments. AIMS: To contrast the impacts of early socio-economic risks and preschool home learning environments upon British children's reading abilities and academic self-concept between 7 and 10 years. SAMPLE: n = 3,172 British children aged 3-10 years and their families...
March 13, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28294299/the-contribution-of-parent-child-numeracy-activities-to-young-chinese-children-s-mathematical-ability
#11
Qi Huang, Xiao Zhang, Yingyi Liu, Wen Yang, Zhanmei Song
BACKGROUND: A growing body of recent research has shown that parent-child mathematical activities have a strong effect on children's mathematical learning. However, this research was conducted predominantly in Western societies and focused mainly on mothers' involvement in such activities. AIMS: This study aimed to examine both mother-child and father-child numeracy activities in Hong Kong Chinese families and both parents' unique roles in predicting young Chinese children's mathematics ability...
March 12, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28266030/consequences-of-childhood-reading-difficulties-and-behaviour-problems-for-educational-achievement-and-employment-in-early-adulthood
#12
Diana Smart, George J Youssef, Ann Sanson, Margot Prior, John W Toumbourou, Craig A Olsson
BACKGROUND: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. AIMS: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. SAMPLE: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project...
March 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28258597/math-anxiety-and-its-relationship-with-basic-arithmetic-skills-among-primary-school-children
#13
Riikka Sorvo, Tuire Koponen, Helena Viholainen, Tuija Aro, Eija Räikkönen, Pilvi Peura, Ann Dowker, Mikko Aro
BACKGROUND: Children have been found to report and demonstrate math anxiety as early as the first grade. However, previous results concerning the relationship between math anxiety and performance are contradictory, with some studies establishing a correlation between them while others do not. These contradictory results might be related to varying operationalizations of math anxiety. AIMS: In this study, we aimed to examine the prevalence of math anxiety and its relationship with basic arithmetic skills in primary school children, with explicit focus on two aspects of math anxiety: anxiety about failure in mathematics and anxiety in math-related situations...
March 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28220477/parent-child-learning-interactions-a-review-of-the-literature-on-scaffolding
#14
Roni Mermelshtine
BACKGROUND: Scaffolding can be observed during learning-based interactions, when interventions by parents are adjusted according to children's observed abilities, with the main goal of enabling the child to work independently (Wood et al., 1976, Journal of child psychology and psychiatry, 17, 89). Such contingent instruction behaviours occur from infancy, and are said to be relevant for children's development of executive function, language acquisition, and cognitive and academic abilities...
February 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28220471/can-schools-reduce-bullying-the-relationship-between-school-characteristics-and-the-prevalence-of-bullying-behaviours
#15
Daniel Muijs
BACKGROUND: Bullying remains a persistent phenomenon in schools, but the extent to which day-to-day policies and practices relate to bullying prevalence has not been widely studied. In this study, we use an educational effectiveness framework to interrogate this relationship. AIMS: The aim was to study the relationship between school factors and prevalence of bullying in primary schools. We hypothesize that school conditions (e.g., size), school policies (e.g., behaviour policies), and school processes (e...
February 21, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28211046/teacher-structure-as-a-predictor-of-students-perceived-competence-and-autonomous-motivation-the-moderating-role-of-differentiated-instruction
#16
Frédéric Guay, Amélie Roy, Pierre Valois
BACKGROUND: An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation...
February 17, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28197995/explaining-academic-track-boys-underachievement-in-language-grades-not-a-lack-of-aptitude-but-students-motivational-beliefs-and-parents-perceptions
#17
Anke Heyder, Ursula Kessels, Ricarda Steinmayr
BACKGROUND: Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs...
February 15, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28168692/risk-factors-in-the-development-of-behaviour-difficulties-among-students-with-special-educational-needs-and-disabilities-a-multilevel-analysis
#18
Jeremy Oldfield, Neil Humphrey, Judith Hebron
BACKGROUND: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. AIM: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. SAMPLE: The study sample comprised 4,228 students with SEND, aged 5-15, drawn from 305 primary and secondary schools across England...
February 7, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28155221/math-grades-and-intrinsic-motivation-in-elementary-school-a-longitudinal-investigation-of-their-association
#19
Anne F Weidinger, Ricarda Steinmayr, Birgit Spinath
BACKGROUND: It is often argued that the negative development of intrinsic motivation in elementary school strongly depends on the presence of school grades because grades represent extrinsic consequences and achievement feedback that are supposed to influence intrinsically motivated behaviour. However, only a few studies have tested this hypothesis. AIMS: Therefore, we investigated the role of school grades in inter- and intra-individual changes in elementary school students' intrinsic motivation from when grades were first introduced until the end of elementary school, when students in Germany receive recommendations for a secondary school type on the basis of their prior performance in school...
February 3, 2017: British Journal of Educational Psychology
https://www.readbyqxmd.com/read/28097646/visuospatial-training-improves-elementary-students-mathematics-performance
#20
Tom Lowrie, Tracy Logan, Ajay Ramful
BACKGROUND: Although spatial ability and mathematics performance are highly correlated, there is scant research on the extent to which spatial ability training can improve mathematics performance. AIMS: This study evaluated the efficacy of a visuospatial intervention programme within classrooms to determine the effect on students' (1) spatial reasoning and (2) mathematics performance as a result of the intervention. SAMPLE: The study involved grade six students (ages 10-12) in eight classes...
January 18, 2017: British Journal of Educational Psychology
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